Toward inclusive and identity safe learning for supporting racialized student achievement

Abstract

AbstractStudents racialized as Black often experience forms of marginalization and encounter unique obstacles in their educational paths. As a result, more inclusive and tailored forms of support should be developed. Working to better support Black students should be initiated through two complementary sides—through that of the instructor and the scientist. First, we consider the importance of identity‐safety and detail identity‐based barriers Black students experience in their learning environments. We then define the notion of cognitive universals and discuss how it limits the effectiveness of science and its translation to more inclusive practices. We argue that to strengthen tailored forms of student support, we must move beyond focusing only on cognitive universals and more carefully consider heterogeneity of effects. To support our argument, we present evidence‐based strategies from cognitive and learning science and educational interventions research to combat identity‐based barriers and boost learning gains. Overall, we urge instructors and scientists to consider a variety of techniques to create more identity‐safe and inclusive learning environments for Black students.